ANOVA were conducted to evaluate the relationship between the mean difference in the number of students' pre- and post-instruction misconceptions and their teachers' years of teaching experience, ratings of emphasis placed on biological evolution in their college course, and knowledge rating of evolution.
Using a two factor repeated measures design we found a significant interaction between the course and knowledge gain over time, F 1,41)= 6.07, p =.018.
For the two course formats, learning objectives, course contents and knowledge tests were identical.
We contextualize these data with reflections on the course design experience from the principal course designer and knowledge holder.
Participants completed pre- and post-course confidence and knowledge questionnaires and provided feedback through post-course focus groups.
To evaluate short-term relationships between completion of the new courses and content knowledge, we examined final course and exam grades for first- and second-year students combined who were enrolled in Zoology (BIO 221) during 2002 and 2003.
The Biostatistics course was developed by JM, based on an introductory level course he developed for the Department of Biostatistics at Johns Hopkins Bloomberg School of Public Health, with input on learning objectives, course content and knowledge assessments contributed by faculty experts from India (RA, NG and AA).
The Research Ethics course was developed by faculty experts at the Johns Hopkins Berman Institute of Bioethics NKK and HT), with input on learning objectives, course content and knowledge assessments contributed by a faculty expert from India (AB).
Majority of the students said that the game helped consolidate their course skills and knowledge while having fun, and approximately 30% of the students mentioned that the activity was a fun way to revise.
Of course, guilt and knowledge have been tangled up since the Garden of Eden.
